FMT3701 Foundation Phase Mathematics
Teaching – Exam Preparation Pack (2025
Edition) with Elaborated Answers
Below is a representative exam pack with 3 sections: *Multiple-Choice Questions (MCQs),
**Short Answers, and **Essay/Case Study*. Model answers include explanations and
references.
#### Section A: Multiple-Choice Questions (20 marks – 1 mark each)
Select the correct option. (Based on common 2021-2024 exam patterns.)
1. *What is the primary purpose of counting in developing number concepts in the Foundation
Phase?*
a) Advanced algebra preparation
b) Building subitizing and cardinality
c) Memorizing multiplication tables
d) Graphing data
*Answer: b)* Explanation: Counting fosters one-to-one correspondence and quantity
recognition (Unit 1; CAPS, p. 12).
2. *In the CPA approach, the 'Pictorial' stage involves:*
a) Abstract equations only
b) Visual representations like drawings or models
c) Physical manipulatives like blocks
d) Verbal explanations
*Answer: b)* Explanation: Bridges concrete to abstract (Unit 2; Mnguni et al., p. 45).
3. *Which theorist emphasizes enactive, iconic, and symbolic stages in mathematical learning?*
, a) Vygotsky
b) Skinner
c) Bruner
d) Piaget
*Answer: c)* Explanation: Bruner's modes align with CPA (Unit 3; Tutorial Letter 101, p. 23).
4. *Ethnomathematics in Foundation Phase Mathematics emphasizes:*
a) Ignoring cultural contexts
b) Cultural relevance of concepts (e.g., bead patterns)
c) Only Western algorithms
d) Digital tools exclusively
*Answer: b)* Explanation: Promotes inclusive, context-based learning (Unit 4; CAPS, p. 8).
(Continue with 16 more similar MCQs in a full pack; e.g., on patterns, measurement.)
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#### Section B: Short Answers (30 marks – 5 marks each)
Provide brief explanations with examples. (Limit: 100-150 words per question.)
1. *Define the CPA approach and explain its application in teaching patterns to Grade R
learners.* (5 marks)
*Model Answer: The CPA (Concrete-Pictorial-Abstract) approach progresses learning from
hands-on to symbolic (Unit 2). Concrete: Use beads for ABAB patterns. Pictorial: Draw repeating
shapes. Abstract: Write pattern rules (e.g., "repeat red-blue"). This builds conceptual
understanding per Bruner's theory. Example: Learners sort toys (concrete), sketch designs
(pictorial), then predict extensions (abstract). *Reference: Mnguni et al. (2023), p. 50; CAPS
(DBE, 2011). Rationale: Definition (40%), application/example (40%), reference (20%).
, 2. *Identify two child development theorists and their relevance to Foundation Phase
Mathematics.* (5 marks)
*Model Answer: Piaget (cognitive stages): Pre-operational stage (Grades R-1) suits concrete
manipulatives for conservation. Vygotsky (ZPD): Scaffolding via peer/group activities aids
number sense. Relevance: Piaget informs age-appropriate tasks; Vygotsky supports
collaborative problem-solving. Example: Use blocks for Piagetian conservation games.
*Reference: Study Guide Unit 3; Tutorial Letter 101, p. 25. Rationale: Theorists (50%),
relevance/examples (50%).
3. *Explain how to teach space and shape using connections to other math areas.* (5 marks)
*Model Answer: Integrate with numbers/patterns (e.g., count sides of 2D shapes in patterns).
Example: Grade 2 activity: Measure shape perimeters (measurement link) and graph
preferences (data handling). Promotes holistic CAPS learning. *Reference: CAPS (DBE, 2011), p.
34; Unit 6. Rationale: Explanation (60%), example (40%).
4. *Discuss one inclusive strategy for learners with barriers in mathematics.* (5 marks)
*Model Answer: Differentiated instruction: Provide tactile aids for visual impairments (e.g.,
raised shapes for geometry). Ensures equity per White Paper 6. Example: Pair verbal
descriptions with manipulatives in Grade 1 counting. *Reference: Unit 5; Mnguni et al., p. 120.
Rationale: Strategy (50%), application (50%).
5. *Outline two major approaches to teaching mathematics and their application.* (5 marks)
*Model Answer: Learner-centered: Child explores (e.g., free play with counters). Teacher-
centered: Direct instruction (e.g., guided demos). Application: Use learner-centered for
discovery in patterns; teacher-centered for abstract concepts. *Reference: Study Guide Unit 1;
Assignment 2 guidelines. Rationale: Approaches (40%), application (60%).
6. *How does scaffolding support mathematical development?* (5 marks)
Teaching – Exam Preparation Pack (2025
Edition) with Elaborated Answers
Below is a representative exam pack with 3 sections: *Multiple-Choice Questions (MCQs),
**Short Answers, and **Essay/Case Study*. Model answers include explanations and
references.
#### Section A: Multiple-Choice Questions (20 marks – 1 mark each)
Select the correct option. (Based on common 2021-2024 exam patterns.)
1. *What is the primary purpose of counting in developing number concepts in the Foundation
Phase?*
a) Advanced algebra preparation
b) Building subitizing and cardinality
c) Memorizing multiplication tables
d) Graphing data
*Answer: b)* Explanation: Counting fosters one-to-one correspondence and quantity
recognition (Unit 1; CAPS, p. 12).
2. *In the CPA approach, the 'Pictorial' stage involves:*
a) Abstract equations only
b) Visual representations like drawings or models
c) Physical manipulatives like blocks
d) Verbal explanations
*Answer: b)* Explanation: Bridges concrete to abstract (Unit 2; Mnguni et al., p. 45).
3. *Which theorist emphasizes enactive, iconic, and symbolic stages in mathematical learning?*
, a) Vygotsky
b) Skinner
c) Bruner
d) Piaget
*Answer: c)* Explanation: Bruner's modes align with CPA (Unit 3; Tutorial Letter 101, p. 23).
4. *Ethnomathematics in Foundation Phase Mathematics emphasizes:*
a) Ignoring cultural contexts
b) Cultural relevance of concepts (e.g., bead patterns)
c) Only Western algorithms
d) Digital tools exclusively
*Answer: b)* Explanation: Promotes inclusive, context-based learning (Unit 4; CAPS, p. 8).
(Continue with 16 more similar MCQs in a full pack; e.g., on patterns, measurement.)
---
#### Section B: Short Answers (30 marks – 5 marks each)
Provide brief explanations with examples. (Limit: 100-150 words per question.)
1. *Define the CPA approach and explain its application in teaching patterns to Grade R
learners.* (5 marks)
*Model Answer: The CPA (Concrete-Pictorial-Abstract) approach progresses learning from
hands-on to symbolic (Unit 2). Concrete: Use beads for ABAB patterns. Pictorial: Draw repeating
shapes. Abstract: Write pattern rules (e.g., "repeat red-blue"). This builds conceptual
understanding per Bruner's theory. Example: Learners sort toys (concrete), sketch designs
(pictorial), then predict extensions (abstract). *Reference: Mnguni et al. (2023), p. 50; CAPS
(DBE, 2011). Rationale: Definition (40%), application/example (40%), reference (20%).
, 2. *Identify two child development theorists and their relevance to Foundation Phase
Mathematics.* (5 marks)
*Model Answer: Piaget (cognitive stages): Pre-operational stage (Grades R-1) suits concrete
manipulatives for conservation. Vygotsky (ZPD): Scaffolding via peer/group activities aids
number sense. Relevance: Piaget informs age-appropriate tasks; Vygotsky supports
collaborative problem-solving. Example: Use blocks for Piagetian conservation games.
*Reference: Study Guide Unit 3; Tutorial Letter 101, p. 25. Rationale: Theorists (50%),
relevance/examples (50%).
3. *Explain how to teach space and shape using connections to other math areas.* (5 marks)
*Model Answer: Integrate with numbers/patterns (e.g., count sides of 2D shapes in patterns).
Example: Grade 2 activity: Measure shape perimeters (measurement link) and graph
preferences (data handling). Promotes holistic CAPS learning. *Reference: CAPS (DBE, 2011), p.
34; Unit 6. Rationale: Explanation (60%), example (40%).
4. *Discuss one inclusive strategy for learners with barriers in mathematics.* (5 marks)
*Model Answer: Differentiated instruction: Provide tactile aids for visual impairments (e.g.,
raised shapes for geometry). Ensures equity per White Paper 6. Example: Pair verbal
descriptions with manipulatives in Grade 1 counting. *Reference: Unit 5; Mnguni et al., p. 120.
Rationale: Strategy (50%), application (50%).
5. *Outline two major approaches to teaching mathematics and their application.* (5 marks)
*Model Answer: Learner-centered: Child explores (e.g., free play with counters). Teacher-
centered: Direct instruction (e.g., guided demos). Application: Use learner-centered for
discovery in patterns; teacher-centered for abstract concepts. *Reference: Study Guide Unit 1;
Assignment 2 guidelines. Rationale: Approaches (40%), application (60%).
6. *How does scaffolding support mathematical development?* (5 marks)
